In my previous post of this series, I explained why high workload is not only damaging to a teacher and his pupils in a given year – for it forces him to spread his limited resources thinly – but is also damaging to his longevity in the profession. I expressed that a framework of ethical leadership demands a sense of urgency to prioritise implementing sensible solutions to reduce workload.
In this post, I begin to outline some key principles that can be used to underpin the reduction of workload, and give clear examples of these principles in action. In short they can be summarised in three…
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